Authors: Anne McGill-Franzen and Richard Allington
Author info: Professors of Theory and Practice in Teacher Education
Publication Date: July 2010
Synopsis: Bringing together a wide range of research on reading disabilities, this book extends current discussion and thinking beyond a narrowly defined psychometric perspective. Emphasizing that learning to read proficiently is a long-term developmental process involving many interventions of various kinds, all keyed to individual developmental needs, it addresses traditional questions from multiple or alternative perspectives. Taking incursions into the broader research literature represented by linguistic and anthropological paradigms, as well as psychological and educational research, the volume is on the front line in exploring the relation of reading disability to learning and language, to poverty and prejudice, and to instruction and schooling.